Organizations need to invest in effective long-term remote-working foundations, revamp their upskilling and retraining approaches, and adopt an agile approach to strategic workforce planning.
Organizations need to invest in effective long-term remote-working foundations, revamp their upskilling and retraining approaches, and adopt an agile approach to strategic workforce planning.
The guidelines aim to provide key stakeholders with an analytical base for developing curricula for the new industrial age. The objective is to offer a source of inspiration, conceptual guidance and good practice examples. The guidelines aim to be applicable for both designing fundamentally new educational offers and advancing existing curricula, depending on the level of required change.
Indigenous businesses are growing and — importantly — creating employment for others. Further, self-employment and entrepreneurship is increasing. If there is an opportunity for the next generation, and for current adult workers, to leapfrog into the future of Canadian work, it may very well be through Indigenous-led business.
In French. Canada. Portrait de la situation : l’acquisition de nouvelles compétences et l’emploi chez les Autochtones au Canada
Stories from progressive companies that have successfully embedded critical skills to deliver organizational capabilities at scale and ensure employees can perform, innovate and grow in areas that are strategic to organizational success.
Responsive and agile companies are redesigning their approach to employee learning to continuously uncover and cultivate their most crucial emerging skills. This guide will provide you with a crash course on the following topics:
– How to benchmark the skills you already have
– Original data identifying current emerging skills
– How to plan ahead to acquire emerging skills
– 5 steps for building a “skill incubator” at your organization
COVID-19. To emerge stronger from the COVID-19 crisis, companies should start reskilling their workforces now
Adapting employees’ skills and roles to the post-pandemic ways of working will be crucial to building operating-model resilience.
Rapid technological change, with its impact on jobs, requires a constantly renewed workforce through retraining.
Canada. Skills at Speed: Why Canada’s Public Service Should Grow Its Interchange Program to Build Skills and Networks
The public sector should expand its interchange program with the private sector in order to diversify its employees’ networks and skill sets and, in so doing, help the public service face employment challenges and disruptive technologies.
En français. Canada. Des compétences à grande vitesse : pourquoi la fonction publique du Canada doit développer son programme d’échanges pour développer les compétences et les réseaux
The European labour market is challenged by changes in the demographic composition of the labour force and by increasing work complexities and processes.
The new Profession Map sets the international benchmark for the people profession. The Map focuses on the knowledge and behaviours you need to create value and make an impact at work, shifting the focus from generic best practice to values-based decision-making.
We investigate the relationship between job complexity and the skills development of adult workers in Europe. The results suggest that challenging workplaces, workplaces in which jobs are designed to include complex tasks, and which place high demands on workers’ skills, also stimulate workers’ skills development. Increasing the degree of job complexity has positive and robust effects on the degree of skill development, and so does an increase in work experience (tenure). The analysis stresses the importance of on-the-job learning and contextual workplace characteristics for adult workers’ skills development.
Innovation is a key factor in growth in the digital sector. In order to foster innovation, digital companies must, to a greater extent than elsewhere in the economy, recruit skilled personnel and ensure that their employees’ skills are maintained and updated. Considerable use is made of initial education, continuing training in its various forms and block-release programmes in a continuum that might prefigure a more general tendency.
This article highlights the set of government interventions that are crucial for developing Africa’s skill-based economy in the oil, gas and mining industries, and also illustrate how these skills are relevant to other sectors of the economy.
The report explores questions related to, amongst other things, the required skills for creative industries, the relationship between creative economies and TVET, the role of creativity in TVET, the different vocational pathways to creative jobs and the nature of creative jobs and economies. In order to answer these questions, the report not only summarises the evidence considered and the conclusions reached during the virtual conference, but supplements these informative insights with additional information drawing on international research.
The report shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies.
En français (résumé). Perspectives de l’OCDE sur les compétences 2017 / Compétences et chaînes de valeur mondiales
The WISE database provides a statistical snapshot of skills development in 214 countries.
It contains 64 indicators in five broad areas: contextual factors; skill acquisition; skill requirements; skill mismatch; economic and social outcomes.
En français. Base de données des indicateurs mondiaux des compétences pour l’emploi (WISE)
What difference does it make when employers work with education and training providers? How can employer engagement best be delivered?
Research for Practice: Papers
Presentations and Videos
2017 June Newsletter Apprenticeship Australia Career - guidance Conference report 2016 Cooperation - international Development - skills Education - higher Education - medical Education - trend 2030 Employability Employment - youth England Germany Higher education In English International cooperation Iran Labour market Latin America and the Caribbean Malaysia Mauritania Medical - education Mentoring Military Mismatch skills/wages NEET - not in employment - education or training Open Badges Paper Providers- VET School-to-work transition Skills - development Source: Education and Employers Taskforce Spain STEM - Science_technology_engineering_and mathematics Sweden Teachers - VET Trend - education 2030 Turkey Unemployment - youth United Kingdom VET - providers VET - teachers Video Wages - mismatch skills/wages Women Work-based learning Youth Youth - employment Youth - unemployment
Skilled technical occupations—defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor’s degree for entry—are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives.
Compendium of methodological guides on anticipation and matching of skill supply and demand.
Volume 1: Using labour market information
Volume 2: Developing skills foresights, scenarios and forecasts
Volume 3: Working at sector level
Volume 4: The role of employment service providers
Volume 5: How to develop and run an establishment skills survey
Volume 6: Carrying out tracer studies
Industries in every state are struggling to find qualified applicants for jobs, while job seekers too often find they lack the skills needed to enter or move along a career pathway to a good job. Preparing a workforce that is poised to meet the needs of businesses and ultimately to make the state more economically competitive is a top priority for many governors. Therefore, many of them are exploring ways to scale—increase opportunities for—high-quality, demand-driven work based learning as a proven way to prepare their citizens for the modern workforce.
This paper provides more insight into the relevance of the assumption of human capital theory that the productivity of job-related training is driven by the improvement of workers’ skills. We analyse the extent to which training and informal learning on the job are related to employee skill development and consider the heterogeneity of this relationship with respect to workers’ skill mismatch at job entry. This complementarity between training and informal learning is related to a significant additional improvement of workers’ skills. The skill development of workers who were initially underskilled for their job seems to benefit the most from both training and informal learning, whereas the skill development of those who were initially overskilled benefits the least. Work-related learning investments in the latter group seem to be more functional in offsetting skill depreciation than in fostering skill accumulation.
The United Nations has adopted the 2030 Agenda for Sustainable Development aimed at transforming our world in the next 15 years. Within the context of this agenda, many of the topics addressed on the Global Skills for Employment Knowledge Sharing Platform (Global KSP) such as training quality and relevance, achieving gender equality in skills training, youth employability, and lifelong learning, among others, are at the centre of the development process.
Employer voices, employer demands, and implications for public skills development policy connecting the labor and education sectors
While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector’s role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers—higher-order cognitive skills and socio-emotional skills—are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills development process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.
Argentina and South Africa. Understanding Barriers to Accessing Skills Development and Employment for Youth : Synthesis Report
The studies analysed three main issues: (1) the quality of the productive activities that youngster get, such as jobs, employment, volunteering, and learnerships; (2) policies regarding work preparation and deployment, including the conceptual approaches, guidelines and designs of implementation, their similarities, and contradictions; and (3) youth opportunities in the construction and wine production sectors. Emphasis was placed on knowledge of the relationships between the various actors within society, state, non-state, public and private national and international institutions.
Bolivia. Why Commodity Booms Have Not (Yet?) Boosted Human Capital: Bolivia’s Struggle to Create a Skilled Workforce
The study finds that while the mining sector continued to seek unskilled, cheap labour, the capital-intensive hydrocarbon sector, for its part, developed on-the-job training programmes. Meanwhile, education policies failed to anticipate evolving demand from the labour market. As a result, vocational training suffered, a situation further compounded by efforts of powerful groups in the education sector to protect their own, somewhat narrow interests, at the expense of educational achievements. It concludes that the rise of private education and popular skills-based training programmes cannot substitute for development of a functional vocational training system, capable of supporting the country’s ambition to develop a world-class lithium processing industry with linkages in strategic sectors.
This topic guide is focused on skills immediately necessary for employment and increased productivity. It focuses on technical and vocational education and training skills, which are concerned with the acquisition of knowledge and skills for the world of work. The importance and value of obtaining basic skills is recognised as a pre-requisite for higher order skills development.
As industry starts to realize the skills Aboriginal workers can bring to the trades, the connection between First Nations communities and unions is growing stronger. In consultation with the trade unions, the employment agencies can now develop training tailored to meet the requirements of industry.
Concerns about the polarization of the labor market are widespread. However, countries vary widely in strategies for strengthening jobs at intermediate levels of skill. This paper examines the diversity of approaches to apprenticeship and related training for middle-level occupations.
China has achieved unprecedented growth over the past three decades. The study focuses on ways to improve an education system to spur lifelong learning and ongoing economic growth.
European Union. Green light for Erasmus+: More than 4 million to get EU grants for skills and employability
Aimed at boosting skills, employability and supporting the modernisation of education, training and youth systems, the seven-year programme will have a budget of €14.7 billion – 40% higher than current levels. More than 4 million people will receive support to study, train, work or volunteer abroad, including 2 million higher education students, 650 000 vocational training students and apprentices, as well as more than 500 000 going on youth exchanges or volunteering abroad.
This report details the critical importance of skills and training; the success of the current programming under Labour Market Agreements; and concerns about the federal Canada Job Grant proposal.
or Canada. Building Skills Together
Improving Skills Development in the Informal Sector looks at how formal education, technical and vocational education and training, apprenticeships, and on-the-job learning shape employment and earnings in the informal sector in five African countries. The book also examines a set of economic constraints to skills development and offers an insightful approach to improving employment outcomes.
The research took place at a time of change; prisons across England were introducing the new OLASS 4 contracts and adjusting to the policy steer laid out in Making Prisons Work – with an emphasis on both learning and skills for employment. This report looks at how learning is key to responding positively to the issues and circumstances faced by women in prison and how programmes have been successful in progressing the learning for work and the reducing reoffending agendas.
Study to identify effective practice in vocational learning and employability skills provision in men’s prisons and Young Offender Institutions.
Reference manual for developing professional skills among organizations and practitioners within an Integrated andragogical process.
En français. Canada. Agir avec compétence. Référentiel pour le développement de compétences professionnelles des organisations et des intervenants dans le contexte d’une démarche andragogique intégrée
This paper argues that in order for women to have equal access to skills development opportunities, and equal opportunities to put their skills to work to provide decent livelihoods, the cycle of limited access to training, lack of decent work opportunities, and lack of power in both public and domestic contexts needs to be addressed holistically.
Skills development has played a critical role in the history of economic development in South Korea, where strong labor demand-driven approach effectively provided required skilled workers in time for industrialization. This approach has been well embedded in South Korea’s aid for skills development where the focus has been on developing industrial skilled workers, both of quantity and quality, for the countries in need.
An analysis of the provision, governance and financing of policies, strategies and programmes to promote the employability and skills development of youths.
This paper outlines some of the key challenges and opportunities regarding skills development for youth with disabilities. It focuses on those who are no longer in formal education, but who, for a variety of reasons, are not yet in formal employment. Where possible, it outlines the extent of labour force participation amongst youth living with disabilities, and discusses the barriers to participation.
This review examines the development and performance of skills development interventions as a part of social protection programming in middle and low income countries to address issues of youth unemployment.
2014 October Newsletter Africa/Sub-Saharan Asia Development - skills Document In English Latin America and the Caribbean Lower-income countries Middle-income countries Skills - development Source: UNESCO Strategy - workforce development Unemployment - youth Workforce - development strategy Youth - unemployment
Marginalization of young people in education and work: findings from the school-to-work transition surveys
This paper studies causes and consequences of labor market marginalization in 8 developing countries.. More links between educational institutions, enterprises, social and institutional partners are decisive to implement the dual principle, namely generating work experience together with, rather than after general education: a closer integration of the educational system with the outside business world, through activities of job placement and counseling, as well as programs of on the job training (apprenticeship) are important to the generation of the job specific work experience and other skills that also entrepreneurs consider important when hiring a young person, therefore reducing the overall length of the school-to-work transition.
Two cases of skills development projects are presented, one in post-conflict Southern Sudan, another to develop a regional hub of training center in Senegal, each representing the different objective. They provide ideas on how Japanese assistance in this area can respond to challenging needs by study-based designing and building a partnership among key stakeholders, and how it helps build institutional capacity through a long-term assistance.
The paper will explore skills development programmes in Latin America benefiting marginalized groups. It will deliver (1) a general overview on skills development and marginalization in the Region, (2) an analysis of formal and non-formal skills acquisition architecture focusing on institutional arrangements, donorsinitiatives and south-south technical cooperation, (3) an analysis of the relevance of post-primary education and, in conclusion, (4) the paper will identify best practices of programmes and vocational trainings with a focus on informal sector, urban areas and indigenous people.
Canada. From Better Skills to Better Work: How Career Ladders can Support the Transition from Low-Skill to High-Skill Work
This brief explores ‘Career Ladders’, a series of connected literacy, language and skills training programs that enable individuals to secure employment within a specific industry or occupational cluster, and to advance to successively higher levels of education and employment within that sector. Each step is explicitly designed to meet the needs of both participants and employers in obtaining necessary workplace skills.
En français. Canada. Se propulser à l’avant-garde: De meilleures compétences pour un meilleur emploi
Comment favoriser la transition d’un emploi peu spécialisé à un emploi très
spécialisé grâce aux initiatives d’échelons de carrière
The federal budget will take a new look at how provinces handle the $2.5-billion a year Ottawa spends for job skills training programs.
Africa. Development of 21st century skills for innovation and enterprise: exploring the role of informal learning environments in the development of skills and aptitudes for the digital creative media industries
This report considers the 21st century skills needed to build a knowledge society and focuses on education and skills development for innovation and entrepreneurship. It covers: digital creative media (DCM) industries in Africa; skills required for DCM industries; skills gaps in African DCM industries; DCM skills required for employability; challenges faced in the development of DCM skills; the role of innovation hubs in developing DCM skills; innovation hubs in Eastern and Southern African countries; innovation hubs and the digital creative media industry; views on approaches to developing skills for the DCM sector; and learning models used in innovation hubs.
Report of the Symposium on Skills and Small Business held on November 14, 2012 in Toronto. A plan for upskilling the domestic workforce must include a focus on SMEs. SMEs need to share their skills and training challenges, learn about best practices, and work with other stakeholders to identify solutions to overcome human resource issues and improve their competitiveness.